This study examines the impact of emotional intelligence (EI) on academic performance (AP) among foreign language learners through a meta-analytic approach. Emotional intelligence, defined as the ability to perceive, understand, and regulate emotions, plays a critical role in the learning process. The results of the meta-analysis reveal a moderate yet significant positive correlation between EI and AP \(\left( {\overline{Z} = 0.351} \right)\) , suggesting that learners with higher EI tend to perform better in foreign language learning. Furthermore, EI has been found to exert substantial positive effects on various dimensions of academic performance, including language proficiency \(\left( {\overline{Z} = 0.330} \right)\) , learner attitudes \(\left( {\overline{Z} = 0.363} \right)\) , language input processing ability \(\left( {\overline{Z} = 0.256} \right)\) , and output performance \(\left( {\overline{Z} = 0.456} \right)\) , with the strongest effect observed on language output. Additionally, the study highlights notable variability in the effectiveness of different EI measurement instruments in predicting AP. These findings suggest the importance of fostering emotional intelligence (EI) in foreign language education, particularly in enhancing learners' academic performance. Educational institutions should consider integrating EI training into curricula to enhance students' academic performance, particularly by improving emotional regulation and interpersonal skills. Future research should further investigate the specific contributions of different EI dimensions to academic achievement and explore their applicability in diverse educational contexts, thereby guiding the development of more targeted educational practices and policies.
